CELTA assignment 1

Context of your lesson
Two people are talking about different types of superstitions and their validity - CELTA assignment 1 introduction. One of these superstitions is making a wish on a shooting star and whether or not these types of things work.

Lexical items and their parts of speech List the lexical items you think you might need to deal with.

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Shooting star (idiom)

Focus on meaning. First write a definition of the lexis. Then show how you will show and check meaning e.g. labeling pictures, concept questions (with answers) shooting star- a glowing star like object, as viewed at a far distance the night sky, being impelled, ejected or driven in outer space.

Possible methods of showing the students what this word means Eliciting the meaning through context, showing pictures, using an example sentences

After soliciting the meaning, from the students, put a picture on the board. We want the students to think about the meaning for themselves first before showing them a picture.

Possible meanings to give students:
A small glowing object streaking across the night sky that looks like a star moving very fast

CCQs
Q: What do we call a small glowing object moving real fast in the night sky? A: A shooting star
Q:Why is it called a shooting star?
A: Because it looks like a star that is moving very fast
Q:Just because it`s called a shooting star, it is really a star? A: No. It could be a meteor, comet or asteroid.

Possible Example Sentences:
Many people believe that if you wish upon a shooting star, your wish will come true Some people think that shooting stars are actually meteors, asteroids or comets in space.

Language Analysis Sheet : Structures

Complete this, as far as you can, for grammar / function based lessons or skills based lessons where there is a clear language component. Use an extra sheet if necessary for vocabulary focus.

Target Language e.g 3rd conditional, modals of deduction etc Future progressive

Model sentences (if appropriate) A key eg of the target structure if appropriate This time tomorrow I’ll be playing tennis with John
Next year he’ll be studying abroad in America
Next week I’ll be attending the conference in Tokyo

Context
Two people are having lunch at their work place and are discussing their plans for the weekend.

M : focus on meaning First state the concept (meaning) of the target language (T.L.). Then state how you will check this e.g. Concept questions with answers, timelines etc . This could include levels of formality for
functional language. Use a separate sheet or make this section larger on your computer if necessary.

Expressing an idea that will happen continuously in the future. The time lines below gives a clearer meaning and express the difference between plain future and future progressive

Tomorrow I`ll play tennis with John Tomorrow I`ll be playing tennis with John

CCQs
Q: What will I be doing this time tomorrow?
A: You will be playing tennis (with John)
Q: Is this future or past?
A: Future
Q: Does the action happen a one point in time, or is it continuous?(ask while referring to time lines) A: It is continuous
Q: Does the sentence: “This time tomorrow, I will play tennis with John” mean the same thing A: No
Q: Why not?
A: Because you did not put “ing” on the word “play”
Q: How are “will play” and “will be playing” different? A: “will play” is one time in the future, “will be playing” is a continuous action in the future.

F: focus on form Breakdown for students as it will appear on WB if appropriate.

Subject + will be + ~ing form of the verb

P: focus on phonology
What might cause difficulty ? Show phonemic transcript, stress and intonation as appropriate.

O = Major Stress
o = Minor Stress
O o This time tomorrow I’ll be playing tennis with John

O o Next year he’ll be studying abroad in America

O o Next week I’ll be attending the conference in Tokyo

Anticipated problems
Solutions
1 Meaning
Students might not understand the difference in meaning between future progressive and plain future. They might not understand why they can`t be used interchangeably

Target Sentence (future progressive):
This time tomorrow I`ll be playing tennis with John.

Future Plain
This time tomorrow I will play tennis with John

Use times lines as a visual aid to compare the tenses along with sample sentences in order to show the differences. Then follow up with CCQs as stated above in the CCQ section.

Example CCQs
Q: Does “This time tomorrow, I will play tennis with John” mean the same thing A: No
Q: Why not?
A: Because you did not put “ing” on the word “play”
Q: How are “will play” and “will be playing” different? A: “will play” is one time on the future. “will be playing” is a continuous action in the future.

Form
Students may inadvertently put in the incorrect words in the sentence thus mixing up the form and the tenses.

For example they might say something like:
This time yesterday I`ll playing tennis with John (yestarday and/or verbs are incorrect)

Use the above CCQs to solicit from the students reasons these are incorrect. Some new CCQs have been added here specifically to address this issue:

Q: What will I be doing this time tomorrow?
A: You will be playing Tennis (with John)
Q: Is this future or past?
A: Future
Q: Can we say tomorrow I have been playing tennis with John? A: No
Q: Why not
A: Because this sentence talks about “tomorrow”
Pron

They might miss the final “g’ in the ~ing forms of the verbs.
Drill the phoneme “ŋ (ng)” and use example words until the students appear more comfortable. Then move on with eliciting the structure

Language Analysis Sheet : Structures

Complete this, as far as you can, for grammar / function based lessons or skills based lessons where there is a clear language component. Use an extra sheet if necessary for vocabulary focus.

Target Language e.g 3rd conditional, modals of deduction etc Expressing comparison using the structure “as + adjective/adverb + as”

Model sentences (if appropriate) A key eg of the target structure if appropriate I think that golf is as boring as cricket
I think that football is as interesting as soccer

Context
Two people are watching television and while they are watching the shows and advertisements they are talking about their interests and objects

M : focus on meaning First state the concept (meaning) of the target language (T.L.). Then state how you will check this e.g. Concept questions with answers, timelines etc . This could include levels of formality for functional language. Use a separate sheet or make this section larger on your computer if necessary.

Expressing comparison between two ideas. The two “as”`s signal the main point of comparison.

CCQs:
Q: Does this person think that golf and cricket are both boring? A: yes

Q: What is the difference between the two sentences:

Rugby is a rough sport like American football
Rugby is as rough as American football

A: “rough like American Football” means they are similar, “as rough as American Football” means they are the same

F: focus on form
Breakdown for students as it will appear on WB if appropriate.

I think that + as + adjective/adverb/participle + as + noun you are comparing to

P: focus on phonology
What might cause difficulty ? Show phonemic transcript, stress and intonation as appropriate.
The adjective/adverb/participle between the two “as”’s appears to be the
main stress.

O
I think that golf is as boring as cricket
O
I think that football is as interesting as soccer (“int” in interesting appears to be stressed)

Teach the students word stress by writing the sentences on the board and showing that the stress is in the same place every time with this form.

Anticipated problems
Solutions
2 Meaning
The students will have difficulty telling the difference between “like……” and “as…….” and may not understand the difference in meaning.

For example:

Rugby is a rough sport like American football

Rugby is as rough as American football

Tell the students that when you put “like” in a sentence it means similar but not the same. However, when you put “as” in the sentence you are expressing they are the same. Then use CCQs (like in the above CCQ section) to make sure the students understand:

Q: What is the difference between the two sentences:

Rugby is a rough sport like American football
Rugby is as rough as American football

A: “rough like American Football” means they are similar. “as rough as American Football” means they are the same Form
The students will have difficulty figuring out what kind of word shoul go in between the two “as”`s in the target structure.

For example they might not understand why you can`t put a noun between the two “as”`s Show the students the same structure, but with different words in it and ask them whether or not it makes sense and why

Example Correct Sentence:
Rugby is as rough as American football

Example Incorrect sentence
Rugby is as ball as American Football

As them why the first sentence makes sense and then ask them why the second sentence does not make sense.

The answer is the word “rough” is an adjective and can be used to describe both “rugby” and “American Football”, while the word “ball” is a noun and cannot be used to describe things. Pron
.Incorrect stress in the sentences, or not using stress consistently while using the same structure

Example Incorrect Sentence Stress

O
I think that American Football is just as interesting as Rugby

Teach the students word stress by writing the sentences on the board and showing that the stress is in the same place every time with this form.

O
I think that American Football as interesting as Rugby

You can also teach student word stress by making the stress areas of the sentence on the board (minor and major stress)

Language Analysis Sheet : Structures
Target Language e.g 3rd conditional, modals of deduction etc

Conditional type 1: Is it possible and also very likely that the condition will be fulfilled In this case it is conditional type 1 with simple present tense

Model sentences (if appropriate) A key eg of the target structure if appropriate If my son goes to a friend’s house after school, he calls me If I bring my car to the mechanics, they fix it
If he goes to the shoe store, he buys sneakers

Context
It is already after school and a mother is trying to figure out where her son is since he has not come home or made any contact yet.

M : focus on meaning First state the concept (meaning) of the target language (T.L.). Then state how you will check this e.g. Concept questions with answers, timelines etc . This could include levels of formality for functional language. Use a separate sheet or make this section larger on your computer if necessary.

This is conditional based on the high probability that the condition will be met. This means that if the first condition is met, the second condition will most likely be met. “If” is used to signal that there is a condition.

CCQs:
Q:Will her son call if he doesn’t goes to a friend’s house? A: No
Q: Will her son call if he goes to a friend`s house?
A: Yes
Q: What must happen for her son to call?
A: He must go to a friend`s house
Q: If he goes to the convenience store will he call?
A: No

F: focus on form
Breakdown for students as it will appear on WB if appropriate.

If + subject + verb simple present + (to a friend’s house after school) + antecedent(ex: he/she/it) + present simple

P: focus on phonology
What might cause difficulty ? Show phonemic transcript, stress and intonation as appropriate. O = Major Stress
o = Minor Stress

O o If my son goes to a friend’s house after school, he calls me O o If I bring my car to the mechanics, they fix it

Teach student word stress by making the stress areas of the sentence on the board (minor and major stress). This will show them that the area of stress is consistently in the same place within the form.

Anticipated problems
Solutions
3 Meaning
The students may have difficulty understanding that one action is dependent on the other Elicit each structure using various example sentences to show that the second action is will only happen if the first action happens. Use timelines/visual aids to demonstrate this Form

1.The students may have difficulty matching the proper antecedent with the subject

For Example
If my son goes to a friend’s house after school, she calls me

2.The students may use the incorrect verb tenses for each expressed action in the sentence.

For example:
If my son goes to a friend`s house after school, he called me

1.Write the target sentence on the board and use another color marker to how the antecedent matches with the subject.

For example
If my son goes to a friend`s house after school he calls me

This shows that “he” is the antecedent of “son”.

2.Ellicit the sentence structure /form and the same color marker to circle/underline each verb in expressed action to show that both verbs are the same tense.

If my son goes to a friend`s house after school, he calls me

Combining both solutions into one:
If students are having trouble with match the antecedent with the pronoun and the verb tenses you can combine both of these strategies

For example
If my son goes to a friend`s house after school he calls me

This red marker shows the matching pronoun and antecedent and the underline shows how the verb tenses are supposed to match.

Pron
Incorrect stress in the sentences, or not using stress consistently while using the same structure

Teach student word stress by making the stress areas of the sentence on the
board (minor and major stress) As written under the phonology section
O = Major Stress
o = Minor Stress

O If my son goes to a friend’s house after school, he
o
calls me
O o If I bring my car to the mechanic, they fix it

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